ObjectivesIntegration of the basic medical sciences with clinical medicine motivates medical students by showing how the fundamental concepts they have learned will come into their future practice. In this context, we created clinical integration sessions (CIS) in our first-year medical curriculum.MethodsThe instructors of different disciplines wrote the clinical scenarios together. The scenarios were discussed in five sessions with 39 first-year students. The first session’s scenario consisted of four brief “anemia” cases. The next four sessions included a single case, according to the feedback of the students. Students formed groups of 7–8 participants. In the first 2 h, the scenarios were discussed in the groups and questions were answered by the students. In the third hour, the instructors answered the questions together with the students. After the first CIS, written feedback obtained from the students via a survey.ResultsThe survey provided positive feedback on the benefits of active learning within small group discussions, and most of the students thought that their background was sufficient to solve the cases, with some literature search.ConclusionThe scenarios, which provide multidisciplinary integration of basic medical sciences and clinical medicine, can be useful educational materials.

pandemisinde uyarlanan yöntemleri/uygulamaları tanımlamak ve sonuçlarını tartışmak amaçlanmaktadır. Gereç ve Yöntem: Makalede İEÜTF tıp eğitimi tanıtılmış, pandemi nedeniyle eğitim programında yapılan değişiklikler, eğitimin nasıl yürütüldüğü ve değerlendirmesi konusundaki bilgiler paylaşılmıştır. Bulgular: İEÜTF pandemi öncesinde de eğitimde teknolojiyi yaygın kullanmakta olup, uzaktan eğitime neredeyse hiç ara vermeden başlayabilmiş, planlanan eğitsel etkinlikler gerçekleştirilmiştir. Bunda İEÜTF'de yalnızca ilk üç sınıfın eğitim görmesinin payı da büyüktür. Yüz yüze eğitimin zorunlu olduğu teknik ve klinik beceri uygulamaları ertelenmiştir. Sonuç: Halen yaşanan COVID-19 pandemi sürecinde tıp eğitiminde klinik eğitimlerin nasıl yürütüleceği konusunda stratejiler geliştirilmelidir. Yaşanan tüm bu sürecin, uzun vadede tıp eğitiminde değişikliğe neden olacağı düşünülmektedir.

The aim of this study was to investigate the effect of propranolol (PR), which is used in infantile hemangiomas, and paclitaxel (PX), which is widely used as an chemotherapeutic agent, on cancer cells. Materials and Methods: That the cells counted with trypan blue the doubling time were determined. Also with MTT assay were analyzed the cytotoxic effect and IC50 value of drugs. In the breast cancer cell lines which are differents with regard to invasion (MDA-MB-231 and MCF-7) anti-VEGF, anti-eNOS, anti-iNOS and anti-ERK1/2 primer antibodies investigated by using immunohistochemical methods. To evaluation of immunoreactivity was used the H-scoring system. Results: With MTT test, IC50 values are applied to the cells dosage for MDA-MB-231 cells; PX: 5 nmol, PR: 50 µm, and for MCF-7 cells PX: 3,7 nmol, PR: 50 µm, were established. In immunohistochemical application, immunoreactivity of control group was increased with strong and/or stronger in the cancer cells, while those of in PX, PR and combine treatment was decreased either significant or very significant. Conclusion: With this study, application of anti chemotherapeutic therapy which is paclitaxel, in additon with anti angiogenic therapy in the treatment of breast cancer, vascular vasodilation, cell proliferation, migration, survival ultimately thought to be important in the prevention or reduce of angiogenesis. Amaç: Bu çalışmanın amacı infantil hemanjiyom vakalarında kullanılan propranolol (PR) ile kemoterapötik bir ajan olarak yaygın kullanılan Paklitakselin (PX) kanser hücreleri üzerine etkisini incelenmesidir. Gereç ve Yöntem: Tripan mavisi ile hücre sayımı yapılarak hücrelerin ikilenme zamanları belirlendi. MTT testi ile de ilaçların sitotoksik etkisi ve IC50 değerleri analiz edildi. İnvazyon yönünden farklı iki meme kanseri hücre hattında (MDA-MB-231 ve MCF-7) anti-VEGF, anti-eNOS, anti-iNOS ve anti-ERK1/2 primer antikorları indirek immunohistokimyasal yöntemle incelendi. İmmunoreaktivitenin değerlendirilmesi için H skorlama sistemi kullanıldı. Bulgular: MTT testi ile hücrelere uygulanacak ilaç dozlarının IC50 değerleri MDA için; PX: 5 nmol, PR: 50 µm ve MCF-7 için; PX: 3,7 nmol, PR: 50 µm olarak bulundu. İmmunohistokimyasal uygulamada kanser hücrelerinde kontrol gruplarının immunoreaktivitesi şiddetli ve/veya çok şiddetli artmış iken PX, PR ve kombine uygulanan ilaç gruplarında boyanma şiddeti anlamlı veya çok anlamlı olarak azaldı. Sonuç: Bu çalışma ile kemoterapötik olarak uygulanan paklitaksele ek olarak anti anjiyogenik ilaç uygulamalarının damarlarda vazodilatasyon, hücre çoğalması, göçü ve yaşam süresini etkilemesi sonucunda anjiyogenezi azaltması veya önlemesi açısından meme kanserinin tedavisinde önemli olduğu düşünülmüştür.

Background: Massive open online courses (MOOC) is a web-based application to transform the whole world into a school environment. In this way, the quality of education could be raised without discrimination. In 2018, 66 Family Practitioners and trainees attended the "Improving Global Health: Focusing on Quality and Safety" program simultaneously. The goal was to benefit from visual and written education tools from different countries and different age groups. The aim of this study is to evaluate the benefits and/or educational needs after this MOOC. Materials and Methods: Sixty-six family medicine practitioner and trainees were the universe of the study. Due to the international participants; the survey was conducted in English online to the group. Results: Twenty-seven participants have answered the survey. Most of them were female (70.4%), young family physician (92.5%) and haven't attended to any MOOC course before (63%). The age of the participants were min:31years max:49 years. They do want to attend the upcoming MOOC courses. Only 2 of them didn't have any opinion about the contribution of the MOOC courses to primary care services. They feel that group activity is much more beneficial because they wouldn't be faster, more interested in or motivational. One of the half structured qualitative survey answers was "although I would enjoy a face to face work, this course is the opportunity to include countries that today are in crisis and it would be impossible to face the cost of education under another modality". Conclusions: Well defined and structured MOOC could be more beneficial with motivational group dynamics. This option qualifies the health and health education.

Background: Integration of the basic medical science with clinical medicine motivates medical students by showing how the fundamental concepts they have learned will come into their future practice. In this context, to improve team working and learning motivation of the students, we created clinical integrated sessions (CIS) in our first-year medical curriculum in the IEU School of Medicine, Izmir. Materials and Method: The instructors of different disciplines wrote the clinical scenarios together. The scenarios were discussed in five sessions with 39 first-year students. The first session's scenario consisted of four brief "anemia" cases. However, the students preferred to discuss one case in each session. Therefore, the next four sessions included a single case. Students formed groups of 7-8 participants. In the first two hours, the scenarios were discussed in the groups and questions were answered by the students. In the third hour, the instructors answered the questions together with the students. After the first CIS, written feedback obtained from the students via a survey. Results: The survey provided positive feedback on the benefits of active learning within small group discussions, and most of the students thought that their background was sufficient to solve the cases, with some literature search. Conclusion: The scenarios, which provide multidisciplinary integration of basic medical sciences and clinical medicine, can be useful educational materials.